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Processing Ideas : Scaffolding criticaland creative thinking
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Planning - Developing thinking skills,using cognitive taxonomies, mindmaps, graphic organisers and e-
learning opportunities to achievesuccessful learning outcomes.Why do our students need to develop thinking skills ???
1. Developing discernment - Media literacy2. Pedagogy Revision - What do we know aboutCognitive Taxonomies ?
3. Planning in a chosen context - Questions and
Graphic Organiser use (Heroes & sHeroes)
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What do we believe ?
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What is real?
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Those who can make you believeabsurdities - can make you
commit atrocities.- Voltaire
The public detests all lies
.... except lies spoken inpublic, or printed lies.Edgar Watson Howe
http://www.quotationspage.com/quote/26816.htmlhttp://www.quotationspage.com/quote/1183.htmlhttp://www.quotationspage.com/quote/1183.htmlhttp://www.quotationspage.com/quote/26816.html8/3/2019 Planning to Develop Critical Thinking - Huntly Heroes
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The media can tell us what to think !
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How do our students interpret thesemessages ?
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Fondness for clichs andclichd thinking - simplestatements that are timeworn, familiar and likely tocarry surface appeal.
Eagerness to join somecrowd or other - wear, do andthink what is fashionable,cool, hip, fab, or the oppositeor whatever . .
Reliance upon maxims -truisms, platitudes, banalitiesand hackneyed sayings - tohandle demanding, complexsituations requiring deepthought and carefulconsideration.
Preference for platitudes,near truths, slogans, jingles,catch phrases andbuzzwords.
Vulnerability to propaganda,demagoguery and massmovements based onappeals to emotions, fearsand prejudice.
Appetite for bromides - thequick fix, the easy answer,the sugar coated pill, thegreat escape, the short cut,the template, the cheat sheet
Impatience with thorough anddispassionate analysis.
Fascination with cults,personalities, celebrities,chat, gossip, hype,speculation, buzz andblather.
Hunger for vivid and dramaticpackaging
Fascination with the story, the play, the drama, the show, the episode and theepic rather than the idea, the question, the argument, the premise, the logic orthe substance.
Dr Jamie McKenzie
http:// www.fno.org
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Toolishness , Disneyfication ,Edutainment & Infotainment,Infoglut , Mentalsoftness .
Dr Jamie McKenzie Refer : http://www.fno.org
Thin quality of student work. Limited analysis
or original thought. Emphasis upon the tools and special effects -rather than content and thought.
In many cases, the medium appears to
shove the message aside.
What worries us as educators ?
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Thinking skills are discussed in connectionwith two related phenomena ;
modern technology and fast-paced change .
Teaching children to become effectivethinkers is increasingly recognized as an
immediate goal of education....If students are to function successfullyin a highly technical society, then they
must be equipped with the lifelonglearning and thinking skills necessary to
acquire and process information in an
ever-changing world. Robinson, 1987.
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Once you have learned how to askrelevant and appropriate questions,you have learned how to learn andno one can keep you from learningwhatever you want or need to
know. Neil Postman and Charles WeingartnerTeaching as a Subversive Activity
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Recalling Explaining Analyzing Challenging Transforming Synthesizing
Remembering finding it in the book
Getting your thoughts over to someoneelse - talking about it, find out more
Sifting and sorting your information talking and thinking - questioning
Active discussion, proving points withexamples arguing and reflecting
Thinking - proving your points withexamples. Altering your understanding
Making connections -Bringing together
all parts Reporting - proving your points
with examples and explanations.
How do people REACT to IDEAS anddevelop their own deeper understanding about them ?
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Knowledge/Recall
observation andrecall ofinformationknowledge of
dates, events,placesknowledge ofmajor ideasmastery ofsubject matterQuestion Cues:
list, define, tell,describe,identify, show,label, collect,examine,tabulate, quote,name, who,when, where,etc.
Comprehension/Understanding
understandinginformationgrasp meaningtranslate
knowledge into newcontextinterpret facts,compare, contrastorder, group, infercausespredictconsequencesQuestion Cues: summarize,describe, interpret,contrast, predict,associate
Applicationuse informationuse methods,concepts,theories in newsituations
solve problemsusing requiredskills orknowledgeQuestions Cues: apply,
demonstrate,calculate,complete,illustrate, show,solve, examine,modify, relate,change,classify,experiment,discover
Analysisseeingpatternsorganizationof partsrecognition of
hiddenmeaningsidentificationof componentsQuestion Cues: analyze,
separate,order, explain,connect,classify,arrange,divide,compare,select,explain, infer
Synthesis/Creation
use old ideas tocreate new onesgeneralize fromgiven facts
relateknowledge fromseveral areaspredict, drawconclusionsQuestion Cues: combine,integrate,modify,rearrange,substitute, plan,create, design,invent, what if?,
compose,formulate,prepare,generalize,rewrite
Evaluationcompare anddiscriminatebetween ideasassess value oftheories,
presentationsmake choicesbased onreasonedargumentverify value ofevidence
recognizesubjectivityQuestion Cues assess, decide,rank, grade, test,measure,recommend,
convince, select, judge, explain,discriminate,support,conclude,compare,summarize
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Eric Frangeheim Workshop What have we learnt ? How are we applyingthese strategies and techniques ?
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Processing Information : Thinking Taxonomies ,Mind maps, Graphic Organisers ...
Structure tasks and questions to identify and develop deepeninglevels of understanding. Blooms/ Andersons / SoloGraphic organisers to help students sift and sort thinking to arrive
at considered opinions.
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How does the mediashape our view of theworld and ourselves ?
Do the attributes of a heroremain the same over time ?
How do various culturesreward or recognize theirheroes and sheroes ?
Why is it important forpeople and cultures toconstruct stories abouttheir experiences ?
What is the role of a heroor shero in a culture ?
In a culture where we are bombarded
with messages about how we should be how do we make decisions for ourselves ?
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Health & Physical EducationUnderstand that our attitudes and behaviourcan have positive or negative outcomes onother peoples wellbeing.
Social ScienceUnderstand that individuals can have apositive or negative impact on theirimmediate and wider society.
Essential Question: ?
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What makes a hero? Why do weneed them, assuming we do?How do we choose them? Is
yesterday's hero still a herotoday? Can you stop being ahero ? How important AREheroes in this cynical world? Dothey even exist today?
Id if h k
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Identify the known -Famous, Celebrities etc
Recall, & explain their stories .Identify common qualities & characteristics
Apply understandings to other people.Examine their qualities, their stories .
Analyse and make conclusions. Justify
Transfer learning into knowledge of themselves and their community members HOW do we structure activities and scaffold
thinking to achieve THIS ?
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What is the differencebetween a role model
and a hero?
How do we chooseour role models?
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What is ahero ?
Video Rick Hoyt Iron man
George Latham -Story
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Paris Video
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Role Model Qualities
CatherineMiddleton
Polite
Glamorous
Confident
Irene Van Dyck
Reliable
Healthy
Talented
Miley Cyrus
Talented
Beautiful
Confident
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How do wedetermine what
qualities are worthadmiring ?
How do we choose ourrole models or heroes?
Story Activity
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Nelson Mandela Adolf Hitler
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Research with selected readings , then.....
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Compare Two LeadersNELSON
Believes peopleare the same.
Believes allpeople should
have equal rights.
Believes noculture is betterthan others.
Has University
Education
Determined.Overcomes own
problems.Makes personal
sacrifices for their
cause.Passionate about their
beliefs.Resilient.
Courageous.Forceful.
A strong leader.Loves their country.
Able to express theiropinions clearly.
ADOLFBelieves people are
different.
Believes somepeople shouldhave less rights
than others. Believes some
cultures are betterthan others.
Has TechnicalEducation
Research with selected readings , then.....
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What personalqualities do they have?
What have they doneto be famous?
What difference havethey made to the
world ?
MotherTeresa
Personal DetailsBorn:Country:
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Reliable
Integrity Being a Role
Model
Admired by others
Make good
friends
Popular
Leader
Sensible
Determined
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What is thedifference between
my behaviour and arole model or hero?
How do we modifyour own behaviour?